In this paper, we analyze the inclusion and exclusion experiences of a group Deaf people, users of Mexican Sign Language (LSM). We begin with the discussion about the acknowledgement of Deaf people as a community and, after that, we present some of the most important educational models directed to this group of the population. It was a qualitative research, based on the thematic oral history. For the empirical work, we conducted interviews with a group of Deaf people who were studying higher education. The results showed us that those who grew up in a family of Deaf people do not see themselves as persons with disabilities and this, in turn, makes differences in their relationship with the LSM and with the Spanish language. These individuals tend to face different barriers throughout the educational system, such as the feeble academic background, a lack of LSM interpreters, poor teacher training, and a lack of information about accessible academic offering. We conclude that it is important to implement long-term policies, based on the expert knowledge of Deaf people, to counter the factors that increase the risk of exclusion of this population.

Deaf people; Social exclusion; Barriers; Enablers.